This study investigated the relationship between the Leader-Member Exchange (LMX) and Job satisfaction among high school teachers in Yazd. The targeted population included high school teachers in Yazd. According to Krejcie and Morgan’s table 285 teachers were selected using stratified sampling. A use was made of modified Leader-Member Exchange questionnaire (Liden & Maslyn,1998) and a modified questionnaire Spector’s Job Satisfaction Survey (1994). The reliability and validity of both instruments were explored and approved. Data analysis involved descriptive statistics, Spearman and Pearson correlation coefficients, and stepwise multiple regression analysis. The results showed that there was a significant positive relationship between the Quality of LMX and Teachers’ Job Satisfaction. Besides, a significant positive relationship was observed between all of the four dimensions of LMX and Teachers’ Job Satisfaction. Regression analysis also indicated that the Affect and Professional Respect could predict 40 percent of the common variance of the Teachers’ Job Satisfaction Variable. The results of the present research suggested that enhancing leader-member exchange might improve teachers’ Job Satisfaction.
Saki, R., & Hamidi, F. (2013). Relationship between Leader-Member Exchange (LMX) and Job Satisfaction among High School Teachers in Yazd. Journal of New Approaches in Educational Administration, 4(vol 4/ No 14/ 2014), 29-50.
MLA
R Saki; F Hamidi. "Relationship between Leader-Member Exchange (LMX) and Job Satisfaction among High School Teachers in Yazd". Journal of New Approaches in Educational Administration, 4, vol 4/ No 14/ 2014, 2013, 29-50.
HARVARD
Saki, R., Hamidi, F. (2013). 'Relationship between Leader-Member Exchange (LMX) and Job Satisfaction among High School Teachers in Yazd', Journal of New Approaches in Educational Administration, 4(vol 4/ No 14/ 2014), pp. 29-50.
VANCOUVER
Saki, R., Hamidi, F. Relationship between Leader-Member Exchange (LMX) and Job Satisfaction among High School Teachers in Yazd. Journal of New Approaches in Educational Administration, 2013; 4(vol 4/ No 14/ 2014): 29-50.
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